Based on notes taken by the parent representatives

Parent representatives:
Mrs Bocquillon, Mr Dumerc, Mrs Hughes, Mrs Mahjoubi

School leadership:
Mrs Campels, Mr Ragouvin, Mr Teissonnière, Mr Jublot

Student representatives:
Miss Kiku Grossas, Mr Haroun Ben Youssef

French Overseas Councillors:
Mr Consigny, Mr Roussel, Mr Seguela

Summary of selected agenda items

Adoption of the minutes of the School Council meeting of 28 May 2025

https://www.lfitokyo.org/images/2025-2026/Novembre/CR-CE-250528.docx.pdf

Mr Dumerc requested the addition of two missing points:

• Clearer communication on post-baccalaureate pathways to Japanese universities
• The absence of a bilateral agreement between France and Japan for the Japanese International Section (SIJ)

The revised minutes were unanimously approved.

Establishment of committees and their representatives

The lists of committee members were unanimously approved.

Annual Activity Report 2024–2025

The activity report for the previous year was provided in advance.
Members of the council congratulated the leadership team on this very comprehensive and positive report.

Mr Dumerc asked for clarification regarding the benefits of video surveillance cameras. It was explained that video surveillance has served as evidence to help resolve conflict situations or thefts.

Mr Roussel noted that at least part of the report could be made accessible to a wider audience. The leadership acknowledged the suggestion and will study this possibility.

Enrollment figures at the start of the school year

The actual enrollment figures as of 10 November were presented.

• Primary: 788 students (810 in 2024), including 163 new students. This made it possible to maintain 8 kindergarten classes, whereas a closure had initially been planned.
• Secondary: 786 students (755 in 2024) across 33 classes, including 75 new students (85 in 2024).

This results in a slight overall increase in student numbers: 1,574 students in 2025 compared to 1,565 in 2024.

This is the first time in the school’s history that the secondary section has reached the same enrollment level as the primary section. The decrease in primary enrollment is explained by a drop in elementary classes (-33 students), while cohort progression explains the effective increase in secondary enrollment compared to primary.

Exams calendar.

The proposed calendar was presented.

• The lower secondary oral exam (Brevet) is scheduled for 4 and 5 June; written exam dates will be announced later.
• Baccalaureate exams will take place between 3 June (specialty exams) and 19 June. Results will be published on the evening of 24 June.
• The School Fair will take place on Saturday 23 May (backup date: 30 May).

This calendar may be modified depending on the schedule of external examinations, which is not yet known.

Sports association and clubs program 2025–2026

The full program was presented.

Differences in objectives between extracurricular activities and the Sports Association were highlighted: they are complementary depending on age and leisure/competition goals, with care taken to avoid redundancy.

Clubs are created based on student demand, with an adult supervisor for sports clubs. Four new clubs are being introduced this year. Some clubs have entry requirements that limit enrollment.

Educational projects, outings, and trips 2025–2026

The extensive list of projects was presented.
The total budget is JPY 5.5 million (JPY 2.9 million for primary, JPY 2.6 million for secondary).

Summary of planned trips at LFIT:

• Primary trips: 18 classes participating, plus an “overnight at school” for first grade (CP).
• Secondary trips:
  • A new trip to Gotemba, aimed at strengthening class cohesion
  • A trip to Hiroshima for Première
  • Two trips for the PROZAP (Asia-Pacific Zone Project), SIMUN
  • A new PROZAP interlanguage theatre project in Hanoi for 4ème

LFIT will host the PROZAP Chess event this year (80 competitors).
The list continues with a large number of varied projects, including day trips, etc.

Parents’ Questions

Learning of Kanji (continuation of discussions from previous councils)

The new presentation describing the pace of kanji learning in primary school is available online. However, the pace of kanji learning in secondary school is missing.
https://www.lfitokyo.org/images/2025-2026/Octobre/Parcours_langues_FLTFapeeLFITokyo.pdf

CEFR and JLPT equivalence (continuation of discussions from previous councils)

Request for communication regarding the equivalence between the European CEFR standard used by the school and the JLPT used in higher education and the professional world:
https://www.jlpt.jp/e/about/cefr_reference.html

Bilateral France–Japan agreement on the SIJ (continuation of discussions from previous councils)

After research, it appears that there is no bilateral agreement on the Japanese International Section (SIJ) as provided for by French regulations.

Bullying / school climate (PHARE program)

How is bullying prevention handled within classes? What protocol is applied in cases of bullying?

Response:
The letter sent to parents on 19 November recalls the protocol and provides the email address cellule-bien-etre@lfitokyo.org, which centralizes information. In cases of suspected bullying or for any report, parents are encouraged to write to this address.

We (parent representatives) suggested creating a dedicated menu on the school website to allow quick access to this information. This suggestion was noted and will be studied.

Swimming pool

Students have access to the outdoor pool for only a limited time during the year due to weather conditions, and even on good weather days, issues have been recurring in recent years. Why was the pool closed during the three weeks prior to the autumn break?

Response:
Preventive work is required, including a planned change to the filtration system. The school is aware of the problem and wishes to address it, but this requires construction work and therefore budget planning.

Artificial Intelligence at LFIT

Artificial intelligence is transforming many fields, including education—particularly in middle and high school—where it challenges traditional learning and assessment methods. AI can be perceived negatively or even as a threat by some (student cheating, loss of meaning in homework and individual work).

This raises the question of AI’s place in education in 2025 and beyond: should it be banned, endured, or embraced?
Could AI be used as a pedagogical lever and integrated constructively into educational practices?

In light of these questions, has this challenge already been addressed or has a collective reflection been initiated? Such processes are usually spread over time and involve discovery workshops followed by discussions and reflections to imagine and design solutions. It could also be envisioned to invite parents whose expertise (or that of their colleagues) lies in this field to lead discovery workshops. What is your view on this?

Response:
Teachers are very aware of the topic, and several training programs already exist, which some teachers have followed. It is part of teachers’ responsibilities to train themselves progressively, and the professional development plan reflects this.

Teachers are reflecting and training on how best to use AI so that students learn to use it intelligently and develop critical thinking skills in relation to new technologies.

Image of the school with regard to the neighborhood

A trilingual sign (Japanese/English/French) was recently seen at Shin-Itabashi station, asking users not to obstruct others by walking side by side (particularly middle and high school students). Does LFI Tokyo plan to communicate with parents and students on this matter?

If so, could additional points be included in this communication, such as:

• For students at the annex: not using private small paths (a sign in French is posted there), but instead using the main road
• Not crossing outside pedestrian crossings, especially not directly in front of school buses
• Taking care of the small maple tree located in the park near the school

This topic is still under discussion with the school, and parent representatives wish to work with the lycée on effective communication toward parents in order to improve safety and respect for rules around the school.